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  • Slide 1
  • MAKES SENSE STRATEGIES Is A comprehensive array of instructional resources designed & validated by Edwin Ellis 4 Teaching and Learning
  • Slide 2
  • Planning Investigations Implementing Investigations Communicating Findings Evaluating I nvestigations Instructional Planning Instructional Strategies Assessment Strategies I nstructional Design Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior Analysis S ocial Literacy Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena E ssential Understandings Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles V ocabulary Mathematical Concepts Computational Processes Rules / Theorems M ath Literacy Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive P rocess Writing Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text Perusal R eading Comprehension Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact M SS Implementation Resources S mart-sheets MAKES SENSE STRATEGIES 4 Teaching and Learning B asic Organization Graphic Organizers Hierarchic Compare / Contrast Cause / Effect Sequences
  • Slide 3
  • Planning Investigations Implementing Investigations Communicating Findings Evaluating I nvestigations Instructional Planning Instructional Strategies Assessment Strategies I nstructional Design Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior Analysis S ocial Literacy Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena E ssential Understandings Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles V ocabulary Mathematical Concepts Computational Processes Rules / Theorems M ath Literacy Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive P rocess Writing Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text Perusal R eading Comprehension Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact M SS Implementation Resources S mart-sheets MAKES SENSE STRATEGIES 4 Teaching and Learning B asic Organization Graphic Organizers Hierarchic Compare / Contrast Cause / Effect Sequences 4 Content Enhancement Special SIM edition that includes The special limited edition of MSS provides an extensive array of resources to use in conjunction with implementation of the KU-CRL Content Enhancement Model (CEM) You may be be familiar with some But it also includes a WHOLE LOT MORE that can be used with CEM FramesLINCS
  • Slide 4
  • Special limited edition for SIM Makes Sense Strategies 4 Content Enhancement Order from: Edge Enterprises, Inc. Makes Sense Strategies 4 Teaching & Learning Order from: MakesSenseStrategies.com
  • Slide 5
  • MAKES SENSE STRATEGIES Techniques and Tools for Teaching, Learning, and Processing Information in Engaging and Meaningful Ways 4 Content Enhancement Are Validated via scientific research POWERFUL, yet user friendly Designed to target Essential Understandings of Content Subjects Classroom InstructionContent-area ReadingWriting about content
  • Slide 6
  • Hierarchic Consist of interactive Compare / Contrast Cause / Effect Sequence 1. Graphic Organizers that depict basic organization MAKES SENSE STRATEGIES 4 Content Enhancement
  • Slide 7
  • MAKES SENSE STRATEGIES 4 Content Enhancement 2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning 1. Graphic Organizers that depict basic organization Consist of interactive
  • Slide 8
  • MAKES SENSE STRATEGIES 4 Content Enhancement Person Group Place Event Belief Geography Problem Invention Issue Conflict / war Debate Theory.... Process Procedure Phenomena Idea Object Policy 2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning Consist of interactive 1. Graphic Organizers that depict basic organization
  • Slide 9
  • MAKES SENSE STRATEGIES 4 Content Enhancement Person Group Place Event Belief Geography Problem Invention Issue Conflict / war Debate Theory.... Process Procedure Phenomena Idea Object Policy 2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning Consist of interactive 1. Graphic Organizers that depict basic organization
  • Slide 10
  • MAKES SENSE STRATEGIES 4 Content Enhancement 3. Vocabulary Smart-sheets Word Castles Word AnalysisWord ConnectionsLINCS mnemonicsSemantic Tables Synectics Scavenger HuntsCritical Features Consist of interactive 1. Graphic Organizers that depict basic organization 2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
  • Slide 11
  • MAKES SENSE STRATEGIES 4 Content Enhancement Consist of interactive 4. Instructional Design Smart-sheets for identifying essential understandings creating differentiated instruction lesson plans 1. Graphic Organizers that depict basic organization 3. Vocabulary Smart-sheets 2. Smart-sheets that target essential understandings of the most common topics reflected in standards of learning
  • Slide 12
  • MAKES SENSE STRATEGIES 4 Content Enhancement An array of different Smart-sheets are available for each of these commonly taught topics Person Group Place Event Belief Geography Problem Invention Issue Conflict / war Debate Theory.... Process Procedure Phenomena Idea Object Policy
  • Slide 13
  • Planning Investigations Implementing Investigations Communicating Findings Evaluating I nvestigations Instructional Planning Instructional Strategies Assessment Strategies I nstructional Design Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior Analysis S ocial Literacy Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena E ssential Understandings Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles V ocabulary Mathematical Concepts Computational Processes Rules / Theorems M ath Literacy Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive P rocess Writing Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text Perusal R eading Comprehension Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact M SS Implementation Resources S mart-sheets B asic Organization Graphic Organizers Hierarchic Compare / Contrast Cause / Effect Sequences REMEMBER! is a special SIM edition of MSS exclusively distributed by Edge Enterprises, Inc. MAKES SENSE STRATEGIES 4 Content Enhancement
  • Slide 14
  • Planning Investigations Implementing Investigations Communicating Findings Evaluating I nvestigations Instructional Planning Instructional Strategies Assessment Strategies I nstructional Design Behavior Literacy Character Building Perspective Taking Self-control Self-advocacy Behavior Analysis S ocial Literacy Person Group Place Geography Event Process Theory Idea Debate Issue Policy War Belief Problem Invention Phenomena E ssential Understandings Word Frames Word Connections LINCS mnemonics Semantic Tables Synetics Scavenger Hunts Critical Features Word Castles V ocabulary Mathematical Concepts Computational Processes Rules / Theorems M ath Literacy Level 1 Level 2 Level 3 Level 4 Level 5 Resources Supplemental: Descriptive Narrative Expository Persuasive P rocess Writing Phonics Story Grammar Literary Analysis Story Problem Questions Inferences Predictions Text Perusal R eading Comprehension Analysis of Assets & Inhibitors Planning Implementation of Innovation Evaluating Implementation Fidelity Examining Impact M SS Implementation Resources S mart-sheets B asic Organization Graphic Organizers Hierarchic Compare / Contrast Cause / Effect Sequences MAKES SENSE STRATEGIES 4 Teaching & Learning is available at GraphicOrganizers.com
  • Slide 15
  • No Child Left Behind & IDEA 04 legislation has dramatically changed the landscape of schools Highly Qualified (HQ) requirement Resulted in most SPE teachers not being eligible to teach core curriculum courses Thus, exclusive courses like special education science or special education English taught by SPE teachers are no longer part of the landscape So who are the HQ teachers that are expected to teach core subjects to students with disabilities ? Vast majority are GE Teachers Makes Sense Strategies RATIONAL (slides forward automatically)
  • Slide 16
  • No Child Left Behind & IDEA 04 legislation has dramatically changed the landscape of schools Access to General Education Curriculum Requires students with disabilities be provided and taught the GE curriculum in a manner appropriate to their learning needs and styles Thus HQ/GE teachers are now expected to effectively employ special education pedagogy in the GE classroom
  • Slide 17
  • No Child Left Behind & IDEA 04 legislation has dramatically changed the landscape of schools Adequate Yearly Progress Requires that ALL students with IQ > 55 participate AYP assessment makes schools accountable for whether students with disabilities learn grade-level standards..thus, by default, HQ (GE) teachers are held accountable for the education of students with disabilities
  • Slide 18
  • No Child Left Behind & IDEA 04 legislation has dramatically changed the landscape of schools Highly Qualified Access General Education Curriculum Annual Yearly Progress 98% of students with cognitive disabilities now being taught in general education classrooms
  • Slide 19
  • No Child Left Behind & IDEA 04 legislation has dramatically changed the landscape of schools Highly Qualified Access General Education Curriculum Annual Progress Review 98% of students with cognitive disabilities now being taught in general education classrooms Special Eds role is to support these GE efforts & teach learning strategies Co-planning & Co-teaching Accommodations & modifications Note-taking Test prep Test-taking
  • Slide 20
  • The general education curriculum must be taught to ALL students HQ (GE) teachers are responsible for ensuring students with disabilities LEARN the GE curriculum AYP makes teachers accountable for how well students with disabilities learn the curriculum The bottom line NOT special education teachers! AYP makes HQ/GE teachers accountable for how well students with disabilities learn the curriculum they are responsible for facilitating IEP development and implementation
  • Slide 21
  • So what are the implications? Option 1: Sometimes you have to look reality in the eye and deny it! Garrison Keeler - OR - Option 2: Rise to the challenge and meet it as effectively as possible! (e.g. hope these crazy policies will go away)
  • Slide 22
  • So what are the implications? 1. The vast majority of GE teachers lack sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students especially those students with significant learning disabilities and those with significant learning abilities
  • Slide 23
  • So what are the implications? 1. The vast majority of GE teachers lack sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students 2. You cant afford to use strategies that work for just some of your students. If you just teach to the middle, your instruction misses the other 2/3 of the class
  • Slide 24
  • So what are the implications? 1. The vast majority of GE teachers lack sufficient preparation to make regular classroom instruction developmentally appropriate for all of their students 2. You cant afford to use strategies that work for just some of your students. If you just teach to the middle, your instruction misses the other 2/3 of the class Students with mild /moderate disabilities as well as other low achieving students are NOT likely to demonstrate sufficient yearly progress results in
  • Slide 25
  • So what are the implications? Given the expectations for teaching in widely diverse-ability GE classrooms, here are some critical questions: 1. Are there teaching techniques that are universal?... that have a high probability of working with ALL of your students? 2. Is there a sufficient body of research that supports universal pedagogy, or is this another unsupported education fad? 3. Doesnt universal pedagogy basically mean one size fits all? isnt it the opposite to differentiating instruction?
  • Slide 26
  • 1.Differentiate curriculum 2. Make curriculum more learnable & instruction more memorable 3.Utilize components of critical pedagogy for maximizing student engagement 4. When teaching subject-matter, focus on developing relational understanding 5. When teaching skills and strategies, focus on fluency & generalization Five basic strategies for successful teaching in widely diverse- ability classrooms Fortunately, there are a variety of instructional techniques, strongly supported by research, that seem to work well in diverse-ability classes.
  • Slide 27
  • The Makes Sense Strategies provide teachers with how to information and an extensive set of resources for these five areas 1.Differentiate curriculum 2. Make curriculum more learnable & instruction more memorable 3.Utilize components of critical pedagogy for maximizing student engagement 4. When teaching subject-matter, focus on developing relational understanding 5. When teaching skills and strategies, focus on fluency & generalization